181,826 results on '"Socioeconomic status"'
Search Results
2. EFL Learners' Motivational Behavior: A Comparison across Ten Grade Levels
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Yuh-Show Cheng
- Abstract
Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.
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- 2024
3. The Decline in Teacher Working Conditions during and after the COVID Pandemic. EdWorkingPaper No. 24-1000
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Annenberg Institute for School Reform at Brown University, Sofia Baker, and Cory Koedel
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We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the pandemic was not a low point: teacher working conditions have continued to decline during the post-pandemic period. Teachers report worsening working conditions along many dimensions including the level of classroom disruptions, student responsibility, and safety, among others. They also report declines in trust between themselves and principals, parents, and other teachers. Trends in working conditions since the pandemic are similar in schools serving more and less socioeconomically advantaged students. However, schools in districts where online learning was the predominant mode of instruction during the 2020-21 school year have experienced larger declines than other schools.
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- 2024
4. Breaking the Cycle of Racial Wealth Inequities and Higher Education Outcomes: How Data-Driven Insights Can Inform Policy Solutions That Address the Racial Wealth Gap
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Institute for Higher Education Policy (IHEP), Charles Sanchez, Eleanor Eckerson Peters, Diane Cheng, and Sean Tierney
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For decades, assessing income has served as the tried-and-true method for creating financial aid packages--scholarships, grants, and loans--for the nation's college students. Each year, students and families living with low and moderate incomes submit income documentation to colleges, states, and the federal government in hopes of qualifying for financial aid to defray college costs. But what if a student's wealth status revealed more about their ability to cover college costs than their income did? Income is an important measure, but it provides only a snapshot of the full resources available to students and their families. Wealth, too, impacts a student's access and ability to pay for college as well as their chances of graduating and turning career aspirations into a well-paying job and fulfilling life. Examining income alone masks deep and persistent inequities in wealth by race or ethnicity. This gap, which is rooted in generations of discrimination and systemic barriers to opportunity, affects the college dreams of countless people, particularly those from historically marginalized communities. Limitations in available data mean researchers and policymakers know relatively little about how wealth impacts higher education, with far more attention focused on understanding and addressing the effects of income. This paper seeks to address that missing piece by exploring the impact of wealth on students' experiences in higher education and how these experiences, in turn, influence wealth-building.
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- 2024
5. Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts
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Jan Heystek and Melese Shula
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In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.
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- 2024
6. Teaching Computing to Middle and High School Students from a Low Socio-Economic Status Background: A Systematic Literature Review
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Ramon Mayor Martins and Christiane Gresse Von Wangenheim
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Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.
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- 2024
7. What Evidence Could Help Schools Put Students on a Path to Economic Mobility? Research Report
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Urban Institute, Center on Education Data and Policy, Matthew Chingos, and Karishma Furtado
- Abstract
Upward mobility is core to the American dream yet remains unobtainable for many Americans. And although education is widely viewed as a key lever to support students' upward mobility, there is too little actionable information about how schools promote lifelong success. As a result, PK-12 education tends to focus on conventional indicators of success, such as standardized test scores, that--though important--are unlikely to capture the full set of skills that drive upward mobility. This report reviews the available evidence on the direct links between PK-12 education and economic mobility. We find that the current research offers little guidance about which skills and competencies in PK-12 education are most important for economic success. In part, this is because few studies connect students' PK-12 experiences to their economic success as adults. Additionally, the existing research defines success narrowly in terms of wages, ignoring other dimensions like finding dignity in one's work and a sense of autonomy and belonging in one's community. Furthermore, current research does not adequately address the relationship between individual and contextual factors that affect children's readiness to learn, how school systems function, and how success in school translates into longer-term success. Some research examines how students across different groups (e.g., by race or ethnicity and gender) experience the PK-12 education system, but few explore why patterns differ through a lens that considers historical and contemporary forms of oppression such as racism and sexism. We argue that for schools and education policymakers to best equip all students to attain lifelong success, a new generation of research at the intersection of PK-12 education and economic mobility is necessary. This research should seek to understand how the PK-12 environment can foster skill development that drives upward mobility, how measures of those skills function across different people and places, and how student-, school-, and system-level measures are all shaped by broader factors both in and beyond schools.
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- 2024
8. Annual Poll 2024: Parents and Guardians' Opinions on K-12 Public Education in New Orleans. Poll Policy Brief No. 2
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Tulane University, Cowen Institute
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The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. Our polls are designed to provide insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, we ask some new questions about the most relevant and pressing issues facing educators and families. We also repeat questions from our previous polls to assess how opinions change over time on a few key topics. We now release the poll findings in a series of briefs at the start of each year. This is the second of two briefs that will be released in 2024 with results from polling conducted in the fall of 2023. We present the data in this way to make it more accessible and understandable for the general public -- the briefs allow us to group the findings by topic, enabling us to surface trends about particular areas of the city's education system. To capture the experiences and attitudes of a wide range of parents, as we have done since 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.
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- 2024
9. Crossing the Line: Segregation and Resource Inequality between America's School Districts. Education Policy
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New America, Zahava Stadler, and Jordan Abbott
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School district boundaries define more than just the area where a certain group of children attends a given set of schools. They also determine the taxing jurisdiction that supports those schools with local property taxes. Big differences in property value can lead to large funding gaps, even between neighboring districts. These disparities in property values are the legacy of discriminatory housing policies explicitly intended to segregate neighborhoods by race and class. The school district lines drawn onto this divided landscape then replicate segregation and inequity in schools. But our current district borders need not be permanent. They can be redrawn to produce better outcomes for students and their schools. In a new research report, New America's Education Funding Equity Initiative analyzes nearly 25,000 pairs of adjacent school districts to measure how district borders create deep economic and racial divisions, producing radically different educational resources and experiences for students in different districts--even districts that are right next door to each other. It also features stories about these disparities told by local educators and families. An accompanying multimedia story shows what these divides mean for American school districts and communities, and an interactive national map and data tool allows users to explore American school districts and the borders that surround them.
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- 2024
10. Crossing the Line: Segregation and Resource Inequality between America's School Districts. Executive Summary
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New America, Zahava Stadler, and Jordan Abbott
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This is the executive summary for the full report, "Crossing the Line: Segregation and Resource Inequality between America's School Districts." School funding debates in the United States tend to center on how much money school districts should receive, and through what policies and formulas. But they almost never focus on the district map, even though district borders do a great deal to determine the funding of each school system. School district boundaries don't just define the area where a certain group of children attends a given set of schools. They also determine the taxing jurisdiction that supports those schools with local property taxes. Big differences in property value can lead to large funding gaps, even between neighboring districts. This report looks at neighboring school systems and the borders that separate them. It examined 24,658 pairs of adjacent districts and measured the divides between them in two ways. First, to measure economic segregation between neighboring districts, it compared their poverty rates among school-aged children, and identified the 100 borders that mark the greatest differences in poverty rates. Second, it looked at the differences in racial composition between adjacent districts by comparing their percentages of enrolled students of color, and identified the 100 borders that create the greatest differences by this measure.
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- 2024
11. Student Reports of Bullying: Results from the 2022 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2024-109
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National Center for Education Statistics (NCES) (ED/IES), RTI International, E. Thomsen, M. Henderson, A. Moore, N. Price, and M. W. McGarrah
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The tables in this report provide national-level estimates of the extent to which students ages 12-18 enrolled in grades 6-12 experience bullying during school. The tables show how bullying victimization varies by student and school characteristics such as sex, race/ethnicity, grade, household income, region, school locale, school enrollment size, and the percentage of students eligible for free or reduced-price lunch. The tables also show how rates of bullying victimization vary by crime-related characteristics such as: the presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; personal fear of attack or harm; avoidance behaviors; fighting; and the carrying of weapons to school.
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- 2024
12. The Role of Guidance Counselors in Narrowing the Gender Gap in STEM Endorsements. Research Brief
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Rice University, Houston Education Research Consortium (HERC), Brian Holzman, Bethany Lewis, and Hao Ma
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This study examined whether there were gendered patterns in STEM endorsement choice in the Houston Independent School District (HISD) and how those patterns changed over time, in the wake of a policy change to guidance counseling. The first students required to choose high school endorsements were freshmen in 2014-2015 and graduated high school in spring 2018. The second cohort of students required to do so were freshmen in 2015-2016 and graduated in spring 2019. Students in this second cohort met with their guidance counselor during their senior year to check in on their endorsement progress; this meeting was called the Personal Graduation Plan (PGP) check-in. This was a new district policy implemented beginning in fall 2018, which means that the first cohort did not experience the PGP check-in, while the second cohort did. This study reveals gender gaps in STEM endorsement choice among ninth-grade students. For the high school graduating class of 2018, which did not experience the PGP check-in, female students were less likely than male students to choose the STEM endorsement at any point during high school. However, for the high school graduating class of 2019, which did experience the PGP check-in, female students were less likely than male students to choose the STEM endorsement upon high school entry. Importantly, however, this gender gap in STEM endorsement choice nearly disappeared by high school graduation, suggesting that individualized counseling efforts might be a strategy to improve female retention in STEM.
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- 2024
13. Who Lives in a STEM Desert? Research Brief
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Rice University, Houston Education Research Consortium (HERC), Brian Holzman, Bethany Lewis, and Hao Ma
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This brief examines where STEM deserts were located within Houston Independent School District (HISD) boundaries and the students most likely to live in a STEM desert. STEM deserts are areas in which students have more limited access to STEM endorsement paths or STEM course offerings. The analyses showed STEM deserts were more common in the southern and eastern parts of HISD and less common in the northern and western parts of the district. Students in lower socioeconomic neighborhoods were more likely to live in a STEM desert than students in higher socioeconomic neighborhoods. Black students were also more likely than White students to live in a STEM desert. The findings suggest areas in which the district may target resources or interventions to increase STEM offerings.
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- 2024
14. Comparing Policies, Participation and Inequalities across UK Post-16 Education and Training Landscapes
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University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE), Higher Education Policy Institute (HEPI) (United Kingdom), James Robson, Luke Sibieta, Shruti Khandekar, Mariela Neagu, David Robinson, and Susan James Relly
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This interim report shares emerging findings and recommendations from a collaborative project. The project examines post-16 Education and Training (E&T) in the UK. It is focused on analysing the divergent approaches to E&T policy across the four devolved nations to understand more deeply the key policy issues and challenges facing E&T and the kinds of structures that support young people's transitions from education to employment and help them live fulfilling lives. The authors, therefore, focus on the interplay between policies, participation, and outcomes across the four nations, particularly examining issues of inequality for young people. Through the combination of detailed comparative policy analysis and comparative quantitative analysis of a range of nation-specific datasets, the authors aim to address the following key questions: (1) Mapping the UK E&T policy contexts: In what key areas is post-16 E&T policy in the four nations converging and diverging?; (2) Comparing routes and choices: How are differences in post-16 institutions and policies reflected in participation and pathways for learners?; and (3) Outcomes and inequalities: How are differences in post-16 institutions and policies reflected in learner outcomes?
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- 2024
15. Linguistic Technopreneurship in Business Success Digitalization for Small Medium Enterprises in West Java: Implication for Language Education
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Yogi Suprayogi, Senny Luckyardi, Dede Kurnia, and Mirza Abdi Khairusy
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The increase in borderless digital-based business competition shows how language education is impacted by neoliberalism in this global era. We explore how linguistic technopreneurship (LT) roles is increasingly constructed as a form of linguistic entrepreneurship to exploit language-related resources to enhance one's socioeconomic value strategically. This research aims to critically examine the influence of LT toward business success digitalization for Small Medium Enterprises in West Java and it's implication for Language Education. The research also focusing on the creation of novelty, namely linguistic technopreneurship (LT), which is a refinement of entrepreneurial linguistics (EL). LT is expected to be able to explain how linguistic entrepreneurship can be indexed from two different aspects, namely how to package language education and digital business success. We then discuss under what conditions the notion of linguistic technopreneurship can be applied to digital platform-based business settings and what kind of contradictions this gives rise to. The method used is quantitative, and it involves carrying out SEM analysis. A non-probability sampling technique was used to obtain a minimum of 250 Micro, Small and Medium Enterprises and Industry owners who run their businesses through digital platforms in West Java province, which is the province with the most significant number of Micro, Small and Medium Enterprises and Industries in Indonesia. The research results show that LT significantly influences the success of business success and impact the language education practice. It can be concluded that language education is an added value for a person and influences socioeconomic success.
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- 2024
16. Identity Matters: A Framework for Bridging Contemporary e-Learning Theory with Online Practice
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Paula Charbonneau-Gowdy and Caro Galdames
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We are increasingly realizing that technology and its use in learning contexts is not benign. With the advent of more powerful technology tools, including Artificial Intelligence (AI) ones, combined with the historically significant changes that have occurred in education over the last four years, there are more reasons than ever to examine their influence on human beings in the process of "being educated". The aim of our 3-year longitudinal study was to understand how programs being offered at a fully online technical higher education (HE) institution in Chile influenced the identity development of students from socio-economically and educationally disadvantaged backgrounds. A Participant Action Research (PAR) approach was adopted to the study that involved macro, meso and micro-driven changes being made to programs. These changes involved aligning the instructional design, pedagogical approaches, and technology tools of programs with contemporary e-learning theory and 21st century learning goals. Previously, we provided three in-depth reports of the evolving changes on learners' identities - in the beginning, mid and end phases of their programs. We also reported on teachers' perspectives of learners' evolving identities and the transformation of their own roles and practices during the change period. In this paper, we add to those findings with the results of a recent inquiry into the perspectives of macrolevel administrators who were instrumental in the collaborative effort to bring about change to the institution. In this latest study, we employed in-depth focus group and individual interviews to unpack what the change involved on the part of these decision makers in terms of their own epistemological and ontological perspectives, their roles in the institution and their future goals for the organization. The framework we have developed for schematizing the results of these previous inquiries and those of the overall longitudinal study could prove useful in other organizations that are awakening to the need to successfully put e-learning theory to practice in their institutions. The insight to be gained in this framework could add to their efforts to seek pragmatic ways to bring about systemic changes in their online programs and to graduate students with the kinds of identities and skills that will best equip them for the complex world in which they will work and live.
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- 2024
17. The Social Injustice of the Have-Nots in the Special Education Teacher Shortage
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Gerlinde Beckers
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This position paper identifies the complexity of the special education teacher (SET) shortage and the social injustices of the already marginalized population of students with disabilities (SWD). Nationally, policy reforms and teacher certification initiatives may have unknowingly perpetuated the shortage of SET in an attempt to increase the supply and strengthen the impact of teacher quality on student outcomes. There are documented factors contributing to the shortage as well as initiatives designed to increase the supply of SET. The disparities in the access to highly qualified SET for SWD have been evident for decades. The negative impact on academic and behavioral outcomes of SWDs are even greater for those SWDs who experience the intersectionality of race, low-socioeconomic status, certain geographical location, and low-incident disabilities. An immediate call to action is required for sustainable resolutions to increase the supply of highly qualified SET to ensure SWDs access to a "free, appropriate, public education" and eliminate the modern day "Have Nots" of the already marginalized in society.
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- 2024
18. Rural, Poor and Working-Class Student Postsecondary Experiences during the COVID-19 Pandemic: Policy Lessons Learned for Supporting Future College Success
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Ty C. Mcnamee, Sonja Ardoin, and Jenay F. E. Willis
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In this policy brief, we use research findings to illuminate experiences during the COVID-19 pandemic of U.S. rural college students from poor and working-class backgrounds. We offer institutional, state, and federal policy lessons gleaned from such experiences. We show how rural, poor and working-class students' higher education success was impacted by COVID-19 and how the pandemic highlighted and exacerbated existing systemic geographic and social class barriers faced by such students pursuing college. In turn, we hope postsecondary policymakers at the institutional, state, and federal levels can learn from these experiences to better support rural, poor, and working class students in the future, even during times of continued crisis.
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- 2024
19. Research on Lifelong Learning Tendencies of University Students
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Abdulkadir Kirbas and Mesut Bulut
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The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan & Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently--every day, every other day, and once a week--had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.
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- 2024
20. Who Demands Technical and Vocational Education in Pakistan? A PSLM Analysis of Socio-Economic Determinants
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Suhrab Khan and Kazim Ali
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Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018-19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities.
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- 2024
21. South African COVID-19 School Closures: Impact on Children and Families
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Sadiyya Haffejee, Thandi M. Simelane, and Anita Mwanda
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Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.
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- 2024
22. COVID-19 Learning Loss and Recovery in Brazil: Assessing Gaps across Social Groups
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Eveline de Medeiros Miranda and Donald R. Baum
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Students in over 150 countries experienced school closures throughout the COVID-19 pandemic. In the years following, a growing body of literature seeks to estimate the impacts of these education disruptions on a diverse set of outcomes, including student learning. This article adds to this research by examining causal evidence through a difference-in-differences framework (DID). Results suggest that school closures led to learning losses in math for high school seniors in public schools in the Federal District (DF) in Brazil. And while all racial groups experienced learning loss, White and Asian students experienced the most significant losses in 2020. We find no evidence of learning recovery from 2020 to 2021 for any racial groups, suggesting that learning losses persisted into school reopening. We do find, however, possible signs of recovery for female senior students compared to male students. Nevertheless, male and female performance differences are still prominent when analyzing data from 2016 to 2021. The utilization of critical policy analysis and the effectively maintained inequality frameworks can offer insights into significant learning disparities experienced by students.
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- 2024
23. The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment
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Sarah Ruth Morris and Sarah Mckenzie
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Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.
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- 2024
24. Progress Interrupted: Evaluating a Decade of Demographic Change at Selective and Open-Access Institutions Prior to the End of Race-Conscious Affirmative Action
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Georgetown University, Center on Education and the Workforce (CEW), Jeff Strohl, Emma Nyhof, and Catherine Morris
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In the wake of the Supreme Court's ban on race-conscious admissions, the pursuit of diversity and equity in higher education is increasingly under threat. While access to higher education has improved overall for historically underrepresented students, the quality of that opportunity remains uneven, particularly along the lines of race/ethnicity and class. Race-conscious affirmative action brought about a modicum of racial and ethnic diversity to selective colleges, and by extension to our social and economic institutions. Yet this still failed to sufficiently increase representation at selective institutions to reflect the growing percentage of underrepresented minority students who are of college age. This report is a retrospective analysis of the changing demographics of selective and open-access institutions from 2009 to 2019, the decade leading up to the COVID-19 pandemic. Race/ethnicity could still be explicitly considered in the admissions process during that decade. The authors chose to end the analysis with the onset of COVID-19 because the pandemic profoundly altered college enrollment. This report demonstrates that even with race-conscious affirmative action, diversity gains made at the nation's most selective colleges and universities were incremental at best. The US is still a long way from successfully closing equity gaps by race/ethnicity at selective universities, while historically underrepresented students continue to disproportionately enroll in open-access institutions.
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- 2024
25. Selective Comprehensives 2024: The Social Composition of Top Comprehensive Schools
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National Foundation for Educational Research (NFER) (United Kingdom), Sarah Tang, and Neha Agarwal
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This research updates analysis from 2016 which examines the social composition of top performing comprehensives in England compared to all schools nationally. The aim of this research is to assess whether the top performing comprehensives are representative of their local areas in terms of the socio-economic background of their students. The 'top' comprehensives are defined by considering those schools ranking in the top 500 in terms of academic attainment at the end of Key Stage 4. The project used data from the National Pupil Database to estimate the school-level free school meal (FSM) rates of pupils in schools' entry cohorts (generally Year 7) and compare these to the FSM rates of the schools' catchment areas. The focus of the research was to explore whether the FSM rates of the 'top' 500 comprehensive schools (as measured by Progress 8 or Attainment 8) reflected that of their location.
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- 2024
26. Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors
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Silvia Duran-Bonavila, Alicia Rodríguez-Gómez, and Marta Becerril
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Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socioeconomic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.
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- 2024
27. Rural Parents' Engagement in Secondary Schools: Current Practices, Problems and Prospects
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Mahammad Abul Hasnat and S. M. Akramul Kabir
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This study explores the influences of parental socio-economic status on their engagement practices in rural secondary schools in Bangladesh. This study took place in a specific context where the majority of parents lacked literacy and faced financial constraints. This reality hindered their ability to provide adequate support for their children's education. A qualitative case study research has been chosen to carry out the research. The data has been collected using group discussion, semi-structured interviews and observation from five rural secondary schools in Bangladesh. The findings of this study revealed that parental engagement initiatives related to the annual programs of schools resulted in limited practice of one-to-one communication with parents. The lack of parental literacy, poverty, and being the first generation to receive schooling were identified as fundamental factors that hindered regular and overall engagement initiatives. Furthermore, there is limited opportunity for both parents and teachers to actively participate in the schooling system. In this regard, this study emphasized the importance of place and suggested contextually formed initiatives for further improvement of parental engagement.
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- 2024
28. Promoting Socioeconomic Equity through Automatic Formative Assessment
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Alice Barana and Marina Marchisio Conte
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Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students' SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities.
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- 2024
29. Effect of Transformational Leadership on Data-Informed Instruction and Student Achievement
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Beverly Cheri Neal
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The purpose of the study was to better understand the extent to which middle school principals' transformational leadership styles affect teachers' data-informed instruction, the influence of teachers' data-informed instruction on middle school student achievement, and the extent to which transformational leaders affect student achievement through data-informed instruction. Therefore, for this study, survey data were collected using Kenneth Leithwood's Transformational School Leadership Survey, as well as Jingping Sun's Data-Informed Instruction Survey. Additionally, this study used Scantron performance data for sixth-grade math to determine the effects of transformational school leaders on student achievement through data-informed instruction. The results showed that transformational school leadership has no effect on middle school teachers' data-informed instruction, and middle school teachers' data-informed instruction has no significant effect on student achievement, with socioeconomic status controlled. The study also showed that transformational school leadership has no statistically significant effect on student achievement through teachers' data-informed instruction. The results of this study help us understand the extent to which transformational school leadership affects student achievement through teachers' data-informed instruction. It also provides knowledge that will help us better educate aspiring leaders, making them effective transformational leaders in schools.
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- 2024
30. Exploring Program Delivery in the Further Education and Training Phase of South African Secondary Schools amidst the COVID-19 Pandemic: Challenges, Mitigation Strategies and Transformative Approaches
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Louise Fullard, Charl Wolhuter, Aaron Nhlapo, and Hennie Steyn
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This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
31. KIDS COUNT Data Book, 2024. State Trends in Child Well-Being
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Annie E. Casey Foundation
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The 35th edition of the Annie E. Casey Foundation's "KIDS COUNT"® Data Book examines the unprecedented declines in student math and reading proficiency brought on by the COVID-19 pandemic's effect on education. The latest data from the National Assessment of Educational Progress reveals that between 2019 and 2022, fourth-grade reading and eighth-grade math scores plummeted, representing decades of lost progress. This alarming trend underscores the urgent need for action to address the growing academic disparities among U.S. students. Today's students, who will comprise America's future workforce, are ill-prepared for the high-level reading, math and problem-solving skills required in a competitive global economy. The failure to adequately prepare our children will have dire consequences for their futures and for the economic vitality of our nation. [For "KIDS COUNT Data Book, 2023: State Trends in Child Well-Being," see ED629264.]
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- 2024
32. Inequality in Parent Involvement in Children's Education during COVID-19
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Dimitra Hartas
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This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during COVID-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds' learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children's learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children's learning during health crises and reducing education inequalities.
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- 2024
33. Annual Poll 2024: Parents and Guardians' Opinions on K-12 Public Education in New Orleans. Poll Policy Brief No. 1
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Tulane University, Cowen Institute
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The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. Our polls are designed to provide insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, we ask some new questions about the most relevant and pressing issues facing educators and families. We also repeat questions from our previous polls to assess how opinions change over time on a few key topics. We now release the poll findings in a series of briefs at the start of each year. This is the first of two briefs that will be released in 2024 with results from polling conducted in the fall of 2023. We present the data in this way to make it more accessible and understandable for the general public -- the briefs allow us to group the findings by topic, enabling us to surface trends about particular areas of the city's education system. This brief covers general perceptions about New Orleans K-12 public education; the second brief will delve more deeply into specific areas of education. To capture the experiences and attitudes of a wide range of parents, as we have done since 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.
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- 2024
34. Annual Report on People with Disabilities in America: 2024
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University of New Hampshire (UNH), Institute on Disability, A. Houtenville, and S. Bach
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The "Annual Report on People with Disabilities in America" is a companion volume to the "2024 Annual Disability Statistics Compendium." Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety.
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- 2024
35. 2024 Annual Disability Statistics Compendium
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University of New Hampshire (UNH), Institute on Disability, N. Thomas, S. Paul, S. Bach, and A. Houtenville
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The "Annual Disability Statistics Compendium," is a summary of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. It is a compilation of data from multiple sources, such as the Social Security Administration, Veterans Benefits Administration, and frequently, the U.S. Census Bureau's American Community Survey, among others. A companion "Annual Report" is available, providing graphic representations of key findings.
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- 2024
36. The Role of Perceived Social Support in Mitigating the Impact of Parenting Stress on Children's Effortful Control
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Ezgi Yildiz and Berna A. Uzundag
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Effortful control, the ability to suppress a dominant response over a subdominant one, is a fundamental aspect of self-regulation. It has been observed that higher levels of parenting stress are associated with lower levels of effortful control in children. Perceived social support, an important factor in reducing parenting stress, may act as a buffer against the negative effects of parenting stress on children's effortful control skills. To investigate this assumption, we collected data from 199 mothers in Türkiye, who had children between the ages of 3 and 6 years. Mothers reported on their parenting stress levels, perceived social support, and their children's effortful control. Our results revealed that perceived social support moderated the relationship between parenting stress and children's effortful control after controlling for socioeconomic status. Moreover, the buffering effect of perceived social support became stronger as the level of social support increased, subsequently weakening the relationship between parenting stress and children's effortful control. These findings suggest that parental perceived social support plays a pivotal role in mitigating the adverse effects of parenting stress on healthy child development. These cross-sectional findings warrant a longitudinal investigation into the interrelations among parenting stress, perceived social support, and children's effortful control.
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- 2024
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37. Executive Functioning Skills and Their Environmental Predictors among Pre-School Aged Children in South Africa and The Gambia
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Bosiljka Milosavljevic, Caylee J. Cook, Tijan Fadera, Giulia Ghillia, Steven J. Howard, Hleliwe Makaula, Ebrima Mbye, Samantha McCann, Rebecca Merkley, Mbulelo Mshudulu, Mariama Saidykhan, Ebou Touray, Nosibusiso Tshetu, Clare Elwell, Sophie E. Moore, Gaia Scerif, Catherine E. Draper, and Sarah Lloyd-Fox
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Executive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high-income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among children aged 3-5 years in two African countries, South Africa (SA) and The Gambia (GM), and to explore shared and distinct predictors of EFs in these settings. The SA sample (N = 243, 51.9% female) was recruited from low-income communities within the Cape Town Metropolitan area. In GM, participants (N = 171, 49.7% female) were recruited from the rural West Kiang region. EFs, working memory (WM), inhibitory control (IC) and cognitive flexibility (CF), were measured using tablet-based tasks. Associations between EF task performance and indicators of socioeconomic status (household assets, caregiver education) and family enrichment factors (enrichment activities, diversity of caregivers) were assessed. Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. There were no associations between EFs and household or familial variables in SA, except for a trend-level association between caregiver education and CF. Patterns were similar in GM, where there was a trend-level association between WM and enrichment activities but no other relationships. We challenge the postulation that children in low-income settings have poorer EFs, simply due to lower socioeconomic status, but highlight the need to identify predictors of EFs in diverse, global settings.
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- 2024
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38. Perceived Contact with Friends from Lower Socioeconomic Status Reduces Exclusion Based on Social Class
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Buse Gönül, Basak Sahin-Acar, and Melanie Killen
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This study investigated children's and adolescents' reasoning about intergroup exclusion based on social class from educational opportunities in Türkiye. The role of children's and adolescents' perceived contact with friends from different socioeconomic backgrounds on their evaluations of exclusion and personal solutions to the exclusion was also examined. Participants (N = 270) included 142 children (8-10 years old, M[subscript age] = 9.80; SD = 0.82; 53.5% girls) and 128 adolescents (14-16 years old, M[subscript age] = 15.46; SD = 0.91, 61.7% girls) from lower (N = 144) and higher (N = 126) socioeconomic backgrounds. Results showed that while most participants viewed social class-based exclusion as wrong, adolescents were more likely to view it as wrong than were children. Adolescents from lower SES approached social class-based exclusion as less acceptable than did adolescents from higher SES who referred to expectations about conformity to authority and the status quo. Moderation analyses showed that for adolescents from higher SES, higher perceived contact with friends from lower SES was associated with decreased acceptability of exclusion and increased motivation to provide equity.
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- 2024
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39. Fairness Perceptions of Educational Inequality: The Effects of Self-Interest and Neoliberal Orientations
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Jung-Sook Lee and Meghan Stacey
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The Australian education system features considerable socioeconomic inequality and is a frequent source of controversy in Australian public life. Yet meaningful reform to this system has proven elusive. In this article, we examine the public's fairness perceptions of educational inequality based on parental financial capacity, using an online survey of adults (N = 1,999) from New South Wales, Australia. We asked about the fairness of inequality in school resources and education quality, and used a scenario in which students from high-income and low-income families had achievement gaps due to differences in educational experiences. Respondents had diverse perceptions about the fairness of educational inequality, but most perceived the scenario as unfair or very unfair. The partial proportional odds models showed that self-interest and neoliberal orientations predicted people's fairness perceptions of educational inequality. The findings of this study have implications for achieving meaningful reform of the Australian education system that is in line with public opinion.
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- 2024
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40. Prevalence of Dental Caries among Children and Adolescents with Intellectual Disability in India: A Scoping Review
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Philcy Philip, Praveen Prasanna, Ravi Vijaya Remi, Reena Samuel, Willy T. George, Martina Shalini Arul Joseph, Mathew Lim, Gregory Armstrong, and Nathan Grills
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Background: Children with intellectual and developmental disabilities are at a higher risk of developing dental caries. Few scoping reviews have been conducted in India to understand their issues. We aimed to summarise the distribution and risk factors of dental caries among children and adolescents with intellectual disabilities in India. Methods: A scoping review was conducted based on the Arksey O Malley framework. Quality assessment of studies, descriptive and thematic analyses were also conducted. Results: We charted, collated, and summarised from four databases. Thirty-one studies met the study criteria consisting of children and adolescents with intellectual disabilities. Median caries prevalence was 70%, decayed missing and fIlled permenant teeth (DMFT) was 2.4, decayed missing and filled decidous teeth (dmft) was 2.36, and DMFS was 3.7. Major determinants were the severity of disability, socioeconomic status and parents' education. Oral care and dental visits were inadequate. Conclusion: Further exploration is required to improve access and reduce caries experience and prevalence among children with intellectual and developmental disabilities in India.
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- 2024
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41. Changing Patterns of Youth Social Exclusion in South Korea
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Yongho Lee and Rosa Park
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This study analyzed data from the Korea Welfare Panel Study to identify changing patterns in social exclusion among South Korean youth and determine the influencing factors. The study examined 345 youth from 2012 to 2021. A fuzzy set theory and growth mixture model was used to measure social exclusion and identify patterns and the associated factors during this timeframe. The main findings are as follows. First, the social exclusion gap among South Korean youth that emerged a decade ago has continued, with high, middle, and low levels of exclusion identified. Second, the analysis revealed that looking at the demographics, being female, having less education and lower personal and household income increased the likelihood of falling into a relatively higher level of social exclusion. Based on the results, policy recommendations are suggested to mitigate the social exclusion gap among Korean youth.
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- 2024
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42. Selective Classes and Early Health Inequalities in Comprehensive Schools in Finland
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Heidi Kesanto-Jokipolvi, Piia Seppänen, Satu Koivuhovi, Mari Siipola, Reija Autio, and Arja Rimpelä
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Background: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. Methods: Finnish schoolchildren 12-13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. Results: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. Conclusions: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health.
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- 2024
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43. Student Achievement Is Much More about Cognitive Ability and Genetics than SES: A Response to Debouwere
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Gary N. Marks and Michael O'Connell
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The first section of this paper sets the record straight regarding many of Debouwere's (2024, "Review of Education," 12, e3445) specific criticisms. The second section discusses the magnitude of the SES-achievement relationship, specifically Debouwere's (2024) contention that the correlation is strong around 0.5 or 0.6 compared to observed correlations mostly between 0.2 and 0.3. The third section deals with five issues that Debouwere (2024) raises in his paper: (1) the stability of SES vis-à-vis cognitive ability; (2) the accuracy of children's reports of parents' socioeconomic characteristics; (3) whether teachers discriminate by students' SES; (4) the importance of cognitive ability for educational differentiation (i.e., tracking and streaming); and (5) SES effects on student achievement, controlling for prior achievement. The fourth section discusses the role of genetics in student achievement. Meta-analyses and other studies indicate that about 50%-70% of the variance in student achievement is attributable to genetics (i.e., the heritability). The high heritability of student achievement accounts for its high stability, its strong correlations with cognitive ability and the weak effects of SES, net of prior achievement or cognitive ability.
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- 2024
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44. Do Participants in Widening Participation Outreach Programmes in England Progress to Selective Universities at a Higher Rate than Would Otherwise Be Expected?
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Paul Martin
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Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the 'Realising Opportunities' programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18-year-old students who took part in the programme--which is delivered by a consortium of selective universities--between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014-2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university.
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- 2024
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45. The Relationships between Family Socioeconomic Status, Gender Inequality, and Higher Education Selection from 1962 to 2018: A Secondary Analysis of the China General Social Survey Data
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Qiongjiang Song and Cheng Yong Tan
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This study contributes to the substantial body of studies on the relationships between family socioeconomic status (SES), gender inequality, and higher education selection. It does so by 1) examining the association between SES and gender inequality in higher education, and 2) comparing changes in socioeconomic and gender inequality before and after the 1999 higher education expansion using eight waves of China General Social Survey (CGSS) data (2008-2018), which comprised a total sample of 57,067. The results of this study revealed that gender inequality in higher education selection in China is driven by SES, and that higher education expansion in China has not reduced socioeconomic and gender inequality in terms of higher education selection. The established inequality persists for low SES students, especially low SES females. This study not only underscores the importance of SES and gender but also expands the conceptual validity of SES (effects of SES on gender inequality) in higher education selection.
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- 2024
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46. The Intersection of Language and Disability Progress of English Learners with Disabilities on NAEP Reading
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Sara E. N. Kangas, Shenghai Dai, and Yuliya Ardasheva
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Despite evidence of unequal learning opportunities, there is limited understanding of how English learners (ELs) with disabilities are faring academically nationwide in comparison with their EL and student with disability counterparts. In response, we conducted secondary data analyses of the 2009 to 2019 National Assessment of Educational Progress (NAEP) reading assessments. Compared to their peers, ELs with disabilities performed lower in both Grades 4 and 8. There is a visible improvement in this important student population's performance on the NAEP 2015 reading assessment--a year in which disaggregated reporting for ELs with disabilities performance became mandatory. These findings have implications for improved instructional, assessment, and program supports to serve ELs with disabilities.
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- 2024
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47. How Technology, Health Information Seeking, and Socioeconomic Factors Are Associated with Coronavirus Disease 2019 Vaccination Readiness in Estonians over 50 Years?
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Marianne Paimre, Sirje Virkus, and Kairi Osula
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Despite the proven effectiveness of COVID-19 vaccines in preventing severe illness, many individuals, including older adults who are most susceptible to the virus, have opted against vaccination. Various factors could shape vaccination decisions, including seeking health information (HI). The internet is the primary source of HI today; however, older adults are often referred to as those missing out on digital benefits. The study explores the correlations between information and communication technology (ICT) use, online HI seeking, socioeconomic factors, and COVID-19 vaccination readiness among individuals aged 50 and above in Estonia. The survey data were gathered from 501 people aged 50 and older after the first lockdown in 2020. The outcomes revealed that vaccination readiness positively correlated with factors such as higher educational attainment, greater income, male gender, access to ICT, a readiness to employ digital technologies for health-related purposes, a greater demand for HI, and a higher frequency of seeking it online. There was some discrepancy in the preference of HI sources; for example, vaccination consenters preferred online versions of professional press publications and specific health portals. Based on the findings, it is advisable to encourage older adults to utilize the internet and new technology for health-related purposes. This practice expands the range of information sources available to them, ultimately enabling better decision-making regarding their health behaviors.
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- 2024
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48. Understanding the Relation between Socioeconomic Status and Elementary Science Achievement: A Quantile Regression Approach
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Zachary T. Barnes, Ashley A. Edwards, Susanne Strachota, Yi Feng, and Jessica Logan
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A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth-grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed.
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- 2024
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49. Investigating the Association between Socioeconomic Status and Language Skills in Children with Autism Spectrum Disorder or Other Developmental Delays
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Meredith Pecukonis, Julia Levinson, Andrea Chu, Sarabeth Broder-Fingert, Emily Feinberg, Howard Cabral, and Helen Tager-Flusberg
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Numerous studies have reported that socioeconomic status (SES) predicts language skills in typically developing children. However, this association has been less systematically studied in children with developmental disabilities, such as autism spectrum disorder (ASD) or other developmental delays (DD). In the present study, we examined the association between SES, operationalized as maternal education attainment and health insurance status, and receptive and expressive language skills in a sample of children from lower SES, racial/ethnic minority families at increased 'clinical risk' for ASD based on early screening. Neither maternal education attainment nor health insurance status were significantly associated with children's language skills. Expressive and receptive language skills were significantly higher in children with DD compared to children with ASD. Findings differ from previously published work, highlighting the importance of study replication. Further research is needed to understand why the association between SES and children's language skills might vary across samples.
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- 2024
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50. Associations among Family Socioeconomic Status, Parenting and Sustained Attention for Socioeconomically Disadvantaged Children at Age 5 Years
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Wanqiu Meng, Caroline F. D. Black, and Min Feng
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Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically test for these indirect pathways, thus limiting the relevance of extant findings to inform targets of parent-mediated programmes addressing attentional disparities at school entry for low-income children. Using a sample of mostly low-income children from the Future of Families and Child Wellbeing Study (N = 2214) and the process of parenting model, this study tested whether maternal parenting stress, harsh parenting and cognitive stimulation uniquely explained associations between SES and child sustained attention at age 5 years. Results from structural equation modelling revealed that SES was positively and directly associated with child sustained attention. Some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation; however, neither harsh parenting nor parenting stress helped to explain the relationship between SES and child sustained attention. Implications of the findings are explored in the context of early childhood prevention and promotion programmes serving low-income families.
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- 2024
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